International Baccalaureate (IB) Diploma Programme


DON BOSCO INTERNATIONAL SCHOOL is an International Baccalaureate authorised school for the Diploma Programme (DP) of IB. Our school philosophy is aligned with that of the IBO.

Only schools authorised by the IB Organisation can offer any of its four academic programmes: the Primary Years Programme(PYP), the Middle Years Programme(MYP), the Diploma Programme (DP) or the Career related Programme (CP).

IB World Schools share a common philosophy—a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high quality programmes of international education that share a powerful vision.


DBIS invites the application for admissions to IBDP for session 2021-2022.


What is International Baccalaureate?

The International Baccalaureate is a non-profit educational foundation that offers high quality programmes of international education to a worldwide community of schools. Motivated by its mission, the program focuses on the students and helps them develop their intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world.


IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.


The International Baccalaureate Diploma Programme

The IB Diploma Programme (DP) is an academically challenging and balanced Programme of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. The Programme has gained recognition and respect from the world’s leading universities.

The Diploma Programme prepares students for effective participation in a rapidly evolving and increasingly global society as they:

Download ‘What is an IB education?’ [PDF, 3 MB]

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The Diploma Programme Model

The course is presented as six academic areas enclosing a central core. It encourages the concurrent study of a broad range of academic areas. Students study two modern languages, a humanities or social science subject, a science, Mathematics and one of the creative arts.

It is this comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance.

Diploma Subject Groups

The subjects offered at Don Bosco International School are:

For IBDP Year 1(2021-22) we are also contemplating to offer History HL &SL (Group 3) and Sports, exercise and health science HL & SL (Group 4) provided we have acceptable minimum number of students interested in pursuing it.

Choosing the right combination

Students are required to choose one subject from each of the six academic areas, although they can, instead of an arts subject, choose two subjects from another area. Normally, three subjects (and not more than four) are taken at higher level (HL), and the others are taken at standard level (SL).

The Core of the Diploma Programme Model

Apart from the above subjects, a student also needs to fulfil core requirements of the IB Diploma Programme Core i.e. Theory of knowledge(TOK), Creativity, Activity & Service(CAS) and Extended Essay(EE).


Additional information about IBDP Core

Creativity, Activity & Service (CAS)

CAS is at the heart of the Diploma Programme. CAS is organized around the three strands of creativity, activity and service defined as follows.

Creativity – exploring and extending ideas leading to an original or interpretive product or performance
Activity – physical exertion contributing to a healthy lifestyle
Service – collaborative and reciprocal engagement with the community in response to an authentic need

As a shining beacon of the IB values, CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others. Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and perspectives. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment.

CAS enables students to enhance their personal and interpersonal development. A meaningful CAS programme is a journey of discovery of self and others. For many, CAS is profound and life-changing. Each individual student has a different starting point and different needs and goals. A CAS programme is, therefore, individualized according to student interests, skills, values and background.
At DBIS, CAS is as much important as any other element of the Diploma Programme and we will ensure sufficient time is allocated for engagement in the CAS programme.

Successful completion of CAS is a requirement for the award of the IB Diploma. While not formally assessed, students reflect on their CAS experiences and provide evidence in their CAS portfolios of achieving the seven learning outcomes.

The CAS programme formally begins at the start of the Diploma Programme and continues regularly, ideally on a weekly basis, for at least 18 months with a reasonable balance between creativity, activity, and service.

The Aims of CAS

The CAS programme aims to develop students who:

  •  enjoy and find significance in a range of CAS experiences
  • purposefully reflect upon their experiences
  • identify goals, develop strategies and determine further actions for personal growth
  • explore new possibilities, embrace new challenges and adapt to new roles
  • actively participate in planned, sustained, and collaborative CAS projects
  • understand they are members of local and global communities with responsibilities towards each other and the
Extended Essay(EE)

The extended essay is an in-depth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question. This is normally one of the student’s six chosen subjects for those taking the IB diploma, or a subject that a student has a background in. It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (an appropriately qualified member of staff within the school).

This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. It is mandatory that all students undertake three reflection sessions with their supervisor, which includes a short, concluding interview, or viva voce, with their supervisor following the completion of the extended essay.
The extended essay is assessed against common criteria, interpreted in ways appropriate to each subject.

Aims of Extended Essay

  • The aims of the extended essay are for the students to:
  • engage in independent research with intellectual initiative and rigour
  • develop research, thinking, self-management and communication skills
  • reflect on what has been learned throughout the research and writing process.
Theory of knowledge (TOK)

The theory of knowledge (TOK) course encourages students to think about the nature of knowledge, to reflect on the process of learning in all their subjects, and to see and understand the connections between them. It helps the students and teachers to reflect on diverse ways of knowing and acts as a link between the different academic areas. It’s assessment comprises of an essay of 1200 to 1600 words and an exhibition.

As a compulsory element of the IB Diploma, students are required to develop skills of critical thinking, reasoning and analysis, primarily focused on an understanding of the comparative links and differences between all forms of enquiry and their subjects of study. The TOK course examines how we know what we claim to know, by encouraging students to analyse knowledge claims and explore some key knowledge questions. TOK coherently brings together all courses of study as well as reflecting on the importance of all the learner profile attributes.

Aims of TOK

The aims of the TOK course are for students to:

  • make connections between a critical approach to the construction of knowledge, the academic disciplines and the wider world
  • develop an awareness of how individuals and communities construct knowledge and how this is critically examined
  • develop an interest in the diversity and richness of cultural perspectives and an awareness of personal and ideological assumptions
  • critically reflect on their own beliefs and assumptions, leading to more thoughtful, responsible and purposeful lives
  • understand that knowledge brings responsibility which leads to commitment and action.


Career and College Counselling at DBIS


Parent Testimonials

To enroll our child into the IBDP programme at DBIS was one of the best decisions we took as parents. It is simply amazing to see how our son has transformed himself in front of our eyes. He is allowed to freely think and express himself.

Teachers strive to go the extra mile to ensure children develop and grow every day. The collaboration and care between teachers and young learners must be seen to be believed.

These young learners truly demonstrate a spirit of Co-opetition, where both Co-operation and Competitiveness co-exits beautifully.

High caliber teachers make learning so meaningful that our son looks forward to each day in excitement.The Student-Teacher ratio for IBDP is extremely low, so personalized learning becomes a reality as each young learner gets special attention.

The icing on the cake is the infrastructure at DBIS and the outdoor sports facilities….probably the best for any day school in India, thus ensuring true all round development.

DBIS is at the forefront in ensuring these young learners become compassionate human beings who demonstrate sound values.

As responsible citizens who will contribute in unique and very effective ways, DBIS’s IBDP programme ensures that these young learners are ready to take on the world.

Mrs. Shaila and Mr. Anil Noronha

Parents of Joshua Noronha , IBDP-Year-1(Grade XI)

The IBDP is like an uncharted territory for many of us. The school has provided a detailed textured map to enable our children to find their way with the school’s aid. The experienced teachers are always at hand with the best of facilities even in times of constraint. The syllabus, while taxing, has inherent tools which motivate hard workers like my child to be involved in various extra-curricular platforms to explore all the facets of her personality. It makes her want to do more for her school, others and herself. We are satisfied with her progress and we are glad that she continued in DBIS.

Ms. Jesal Mehta

Mother of Mehek Mehta, IBDP-Year-1(Grade XI)

One and a half months ago we saw ourselves at the start line of IBDP at DBIS.
On that start line we thought Why IBDP at DBIS?
Well, even though we are still just at the beginning, our reasons to choose DBIS were the following..
Firstly, DBIS upholds the values and ethos required to be responsible global citizens.
Secondly, the DBIS team has been making sure that each child reaches his/her own highest potential by giving them lots of opportunities to discover their true capabilities and to do their best.
Also, this global crisis that we are currently facing, has not deterred DBIS from continuing with extra curricular activities, CAS,sports and celebrations! Be it MUN or PE or Celebration of the World Humanitarian day!
The efforts put in by the teachers, actually guiding the students with their projects, career guidance and events, encouraging and motivating the children to become out-of-the-box thinkers, believers of hard work and to do more, is truly commendable.
And of course, in academics too, the painstaking measures by the teachers to ensure that each child works along with them, is something we really appreciate.
Lastly, the infrastructure at DBIS is the best we can get in our city.
We truly have witnessed this holistic, overall growth and development in our daughter. It’s  the efforts, love, & care showered on her from every single member of the DBIS family that has helped her progress so beautifully into the process of giving her best to everything!
Ms.Raksha Muni

Mother of Vritee Muni, IBDP-Year-1(Grade XI)

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